Bibliographic record
Abstract
<span id="docs-internal-guid-7857b3e8-90ad-08d2-6f26-3101c7712dac"><span>The events of September 11, 2001 drastically altered the political climate in North America. The atmosphere of fear, mainly instilled by the hegemonic influence of American mass media outlets and government, allowed the Canadian government to take advantage of citizen unease and pass controversial legislation, such as the </span><span>Anti-Terrorism Act</span><span> (2001) and the </span><span>Combating Terrorism Act</span><span> (2013). This critical analysis attempts to divulge into the root meaning of “terror” in order to unpack the motivations of terrorism, and understand how it really operates. Particular attention is placed on the role of the media and the Canadian and American governments in instilling a psychological phenomenon of terror into society. This article seeks to answer whether terrorism poses any real threat to North Americans, and whether the legislation passed by the Canadian government stands up to the </span><span>Charter of Rights and Freedoms</span><span> and democracy itself.</span></span>
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".